Pan European Networks - Horizon 2020 - page 151

execute their individual tasks on time and in order, the manoeuvre
will fail. Depending on the knowledge and stage of leadership
development of the student, they will co-ordinate the setting of a
sail, managing a small group of students or later on a whole
manoeuvre – co-ordinating several groups of students working on
six to eight different sails.
As the students are involved in all parts of ship operation, the
variety of tasks and responsibilities is enormous. This gives all 34
students the opportunity to develop skills by practising those
parts of organisation and vessel operation they have a talent for
and that they wish to develop.
The ‘ship takeovers’ are the ultimate challenge. Students then
operate the entire vessel while the crew is shadowing for safety,
because sailing in the wrong direction is not a problem, but
accidents are.
While this whole process is taking place the students progress in
the various aspects of their psychological development, for
example the aspect of developing autonomy in relation to their
parents and peers. The students – arriving onboard knowing hardly
anybody – will cultivate new relationships: new friends, watch
mates, study groups, and supporters in discussions about life
onboard. The students experience and talk about the differences
in values and attitudes, and this awareness results in a greater
autonomy in their relationships with others.
Connecting theory to practice
The tall ship and expeditions are a great tool for visualising
theoretical knowledge.We operationalise physics in problem sets
like ‘why do we float and sail?’ etc. Mathematics is applied in
scenarios varying from astronavigation to looking after provisions.
Geography comes to life while climbing Mt Teide in Tenerife.We
also cover sea life and the rainforests in Dominica and Panama
(perhaps even falling in love for the first time in your life) – biology
Regular school curriculum
Given the perspective of developing metacognitive skills with the
students, the regular school curriculum is rather different at
School at Sea. Teaching starts with study methods and how to
apply them for each individual student. Due to the nature of this
subject the students are coached throughout the whole six-month
period to optimise their understanding of these methods.
School at Sea has developed a flexible curriculum, so students
combine self-study with classical lessons depending on their
wishes and adjusted to their abilities. Five accredited teachers
mentor the students and provide the theory in practice lessons on
the watch days.
MoniqueTouw
Managing Director
Stichting School at Sea
tel :
+31 20 688 0462
H O R I Z O N 2 0 2 0 P R O J E C T S : P O R TA L
I S S U E S I X
151
P R O F I L E
S O C I E TA L C H A L L E N G E S : E N V I R O N M E N T
Confucius: “Tell me and I will forget, show me and I may
remember, involve me and I will understand.”
at work! Social sciences comes to life in the discovery of all the
new cultures on the islands that School at Sea visits but also in
organising life onboard, as students have the majority in the ship’s
council. The School at Sea curriculum is a great way for students
to discover their interests and connect to future directions in
education and/or careers.
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